Liberal Arts Research Articles

The Myth of the Liberal Arts vs. National Universities Divide: A Marketing Strategy

This manuscript critically examines the commonly held distinction between liberal arts colleges and national universities, arguing that the divide is largely a product of marketing rather than substantive educational differences. Drawing on data from leading higher education research organizations, it highlights how both institution types share similar goals in fostering critical thinking, offering interdisciplinary programs, and preparing students for diverse career paths. Through an analysis of academic structures, faculty-student interactions, and post-graduation outcomes, the manuscript underscores that the unique characteristics attributed to each institution type are often overstated for promotional purposes. The findings suggest that the decision between these institutions should be guided more by individual preferences than by assumed educational superiority.

Probabilistic Linguistic TODIM Method with Probabilistic Linguistic Entropy Weight and Hamming Distance for Teaching Reform Plan Evaluation

In the context of the construction of new liberal arts, the integration and intersection of disciplines have become a new trend in the development of higher education. How to promote the teaching reform of big data technology and application courses in the new liberal arts construction scenario has become an important issue in enhancing students’ digital talent literacy and social adaptability. In this study, an extended probabilistic linguistic TODIM (an acronym in Portuguese for interactive multi-criteria decision making) with probabilistic linguistic entropy weight and Hamming distance is presented for teaching reform plan evaluation for the core course “big data technology and applications” in the digital economy major. Firstly, probabilistic linguistic entropy weight, based on the entropy of the additive linguistic term set, is applied to generate weight information. Secondly, parameter sensitivity analysis is carried out to prove the stabilization and effectiveness of the extended TODIM approach. Thirdly, this extended approach can integrate the psychological factors and cognitive behaviors of decision-makers for effectively responding to education management in the new liberal arts construction scenario. Finally, a case study on teaching reform plan evaluation is carried out, and a comparative analysis with different criteria weights and different methods is conducted to verify the extended approach. The results indicate that the extended approach can provide an effective technical tool for scientific decision-making, especially in the teaching reform plan evaluation scenario in order to promote high-quality development of education.

Importance of accounting for student identities and intersectionality for creating equitable and inclusive physics learning environments

This research focuses on the experiences of seven undergraduate women who were majoring in physics in a medium-size physics department at a small liberal arts college. In the semistructured, empathetic interviews we conducted, the women discussed how they decided to major in physics, their interactions with their peers and instructors, and who supported them during their physics trajectory. We used Standpoint Theory and focused on the experiences of undergraduate women to get a holistic perspective of how they became interested in physics, how they have been supported in their physics journey, as well as identify any challenges that they faced in their undergraduate physics program due to their identity. Using the Domains of Power framework, we analyzed how those in the position of power, e.g., instructors, can play important roles in establishing and maintaining safe, equitable, and inclusive environments for students, which is especially important for historically marginalized students such as women and ethnic and racial minority students in physics. Published by the American Physical Society 2024

I Belong: Gender and Sexuality Minoritized Students' Positive Perceptions of Campus Climate Protect Against PTSD Following Sexual Assault.

Sexual assault is a widespread problem among institutions of higher education. Students whose gender and/or sexuality are minoritized (GSM; non-cisgender and/or non-heterosexual) are especially vulnerable to experiencing sexual assault and its negative consequences, including post-traumatic stress disorder (PTSD). A sense of belonging within the campus community can protect victims of sexual assault from negative psychological outcomes; however, no study to date has examined whether this aspect of a positive campus climate protects GSM victims, in particular, from developing more severe PTSD symptoms after sexual assault. We hypothesized that GSM victims would experience more severe PTSD symptoms than non-GSM victims after experiencing sexual assault and that their perceptions of campus climate would moderate this relationship. All undergraduate students from a public liberal arts college on the East Coast were asked to participate in an online survey about their history of sexual assault and emotional well-being. Of those who completed the survey, approximately 18% reported a history of sexual assault (N = 146). GSM victims of sexual assault reported more severe PTSD symptoms than non-GSM victims; however, a significant interaction showed that PTSD symptoms were similar for GSM and non-GSM victims with high ratings of campus climate. Thus, positive perceptions of campus climate protected GSM students from experiencing more severe PTSD symptoms. These findings inform administrative efforts by suggesting the need for more inclusive support resources (i.e., crisis centers and orientation materials), curricula, and community spaces for GSM students.

The Cultivation of Competition Ability of Law Students Under the Background of New Liberal Arts

The Cultivation of Competition Ability of Law Students Under the Background of New Liberal Arts

Research on the Construction of Translation Technology Teaching and Language Service Talent Training System under the New Liberal Arts Context

The rise of technologies like machine-assisted translation and terminology management is transforming translation education and industry. The 2020 Teaching Guide for Undergraduate Translation Major formalized translation technology as a core course, supporting professionalization. However, research on translation technology teaching in China remains limited and often lacks practical application. Ethical issues, such as AI-related privacy and intellectual property concerns, are also growing. This study proposes a framework to enhance translation technology education, aiming to better align teaching with industry needs and cultivate skilled professionals.

Analysis of University Students Liberal Arts Curriculum Perception and Needs

This purpose of this study is to analyze the perceptions and needs of students at University C regarding ‘liberal arts education’ and to draw implications for the reorganization and operation of the liberal arts curriculum. To this end, a survey was conducted on the perceptions and needs of the monitoring group of University C, and in-depth interviews and data analysis were conducted. A total of 91 students participated in the survey, responding to their perceptions of liberal arts education in general and their needs, and the researchers reviewed and analyzed 40 final reports submitted by the liberal arts education monitoring group. Five students, three from the humanities/social sciences and two from the natural sciences/ engineering, who were excellent members of the Liberal Arts Monitoring Group, were interviewed in-depth, focusing on information that could not be found in the survey and final reports nor could be confirmed through interviews. The analysis revealed the following perceptions and needs for liberal arts education.</br>First, students at College C perceived that liberal arts education was necessary overall, but tended to perceive it as less important than education involving their majors. Second, students perceived that the liberal arts curriculum at College C was below average in reflecting their needs. Third, while the survey showed a strong preference for lecture-style classes, the data analysis and in-depth interviews showed that the curriculum should be improved with more interactive teaching and learning methods. Fourth, students at University C felt burdened and fatigued by the relative evaluation method centered on memorization and written evaluation, and demanded a change to an evaluation system that focuses more on the meaning of learning.</br>Based on these findings, the university's dedicated organization for liberal arts education needs to make efforts to change the students' perceptions of the importance and value of liberal arts education and key information for academic guidance. In addition, efforts should be made to reflect student needs in the reorganization and operation of the liberal arts curriculum by establishing and operating student organizations such as student liberal arts curriculum committees and student liberal arts education monitoring groups, or even through competitions. In addition, the dedicated organization for liberal arts education should support liberal arts instructors and share teaching and learning methods that are more in line with liberal arts education through regular seminars for dedicated faculty members. Finally, it is necessary for educators to improve the evaluation system that focuses on students' learning activities in the student evaluation process, and to increase the satisfaction level of liberal arts courses through ‘clarity of evaluation criteria’ and ‘instructor feedback on grades’, and to improve instructors' awareness of student evaluations and to foster their evaluation expertise.

Innovation Plan of Liberal Arts Education for the Cultivation of Future Convergence Talent

In this article, we looked at what changes liberal arts education should seek to cultivate future convergent talents. If major education performs the function of problem-solving, liberal arts education should be able to diagnose problems in our lives and cultivate basic academic and academic skills that are the basis for problem-solving. In order to cultivate future convergent talents, liberal arts education at universities should seek the following changes.</br>First, a convergence liberal arts curriculum should be designed. It is necessary to design and operate a thematic convergence curriculum that fits the goals of each university by utilizing the various infrastructure of the liberal arts curriculum.</br>Second, it is necessary to seek changes in the operation of liberal arts subjects through the identity of liberal arts education. Liberal arts and liberal arts education are about cultivating both knowledge and practice. Based on the performance of liberal arts education, changes should be made to the instructors in charge of liberal arts education, teaching and learning, educational evaluation, lecture size, and lecture evaluation.</br>Third, support from the Ministry of Education is needed. Liberal arts education consists of common basic studies with liberal arts ranging from humanities, society and nature. If students are compared to one tree, support for liberal arts (basic studies), which are the basis of student growth, is needed in the entire structure of ‘root-culture’, ‘flower-major’, and ‘fruit-self-achievement’ (employment, etc.).</br>Universities must bridge the gap between knowing and living. In order for universities to perform the function of fostering future convergent talents, majors and liberal arts must coexist. It is important to solve a problem, but you must be able to diagnose the problem beforehand, and the foundation for solving the problem must be solid. Liberal arts education should design a convergence curriculum to cultivate future convergent talents and operate the curriculum in accordance with the identity of liberal arts education. In order to successfully carry this out, the support of the Ministry of Education is urgently needed.

Characteristics and Challenges of AI Education in the Liberal Arts Curriculum of Domestic Universities : With Emphasis on the Linkage between the Primary and Secondary Education Curriculum and the Liberal Arts Curriculum of University in the Digital Trans

This paper aims to explore the characteristics and challenges of Artificial Intelligence (AI) education in the liberal arts curriculum of domestic universities. The revision of the curriculum to strengthen digital literacy has been in the field of the liberal arts in major universities. However, universities haven’t been aligning their curriculum with the core competencies developed in earlier stages. This has resulted in a disconnect occurring between AI education at the primary/secondary level and the university level. This gap can lead to students struggling to advance in AI-related topics as they transition to higher education. The liberal arts education of universities does not consider or reflect any linkage with the coherent system of the national curriculum, such as the 2022 revised national curriculum, of primary and secondary schools, which prevents the progress of students’ learning agency. For example, universities should take steps to open and run AI-related courses, regardless of government-supported projects, such as software (SW)-centered university projects. In fact, these project-based courses have not successfully addressed the need for a comprehensive AI and digital literacy education within the liberal arts. This paper, therefore, makes the following suggestions. Firstly, the liberal arts curriculum for AI education should restore its essence of humanity, preparing students to critically assess both the benefits and risks of AI in experiencing the digital transition. Secondly, universities should open and support AI-related courses in the liberal arts, ensuring that lecturers and professors receive the necessary resources to teach comprehensive AI education effectively.

대학생 대상 감성지능을 활용한 교양교과목 운영의 효과

The purpose of this study is to analyze the effectiveness of emotional intelligence-based liberal arts subjects for college students. The subjects of the study were 20 college students attending S University located in Chungcheongbuk-do who took the liberal arts elective class “Relationships and Communication” in the first semester of the 24th year. Analysis was done with T-test using SPSS 25.0. Looking at the research results, as a result of the effectiveness analysis, understanding of one's own emotions, understanding of others' emotions, use of emotions, student-student relationship, self-efficacy, and emotion regulation were significantly improved, indicating the effectiveness of an emotional intelligence-based liberal arts subject. This study showed that university liberal arts courses need to be evaluated in accordance with the needs of the students, the horizontal relationship between the instructor and the students, and the characteristics of the course. It is suggested that various studies be conducted in the future on the application of emotional intelligence in university liberal arts courses.

Development of a Balanced Liberal Arts Subject, ‘Book and Video Curation for the Growth of College Students’

The purpose of this study is to develop ‘Book and Video Curation for the Growth of College Students’ as a subject within the field of balanced liberal arts area. Students of today's generation live in a busy environment where it is not easy for them to find and read recognized classics or to see visual versions of these works on their own. They are aware of the need, but it is all too easy for such classics to be deprioritized, and it is also difficult for students to judge and gauge what a good book is as opposed to one that is a “must-read.” In this context, this study is related to developing a book-and video-based liberal arts curriculum that can help college students develop their thinking skills and their academic capabilities from a holistic perspective. To this end, from 2023 to 2024, screen-selling works, books in curation and liberal arts subjects, and video-related journals were surveyed online from various angles, focusing on Google and Riss. The collected data were summarized and reflected in related prior research, research methods, and research results. Through this study, we hope that college students will be able to have a meaningful time reading their chosen books, reconfirming the work’s message through video, and developing the wherewithal to reflect upon and put into practice what they have learned.

Rethinking General Education from the Perspective of High School and Higher Education Curriculum Articulation

This study explores the concept of curriculum articulation between secondary and higher education, focusing on the continuity of curricula and their implications for foundational liberal education in universities. It analyzes the similarities and differences between general education at the high school and university levels. Both frameworks aim to cultivate holistic individuals equipped with essential competencies and a sound moral character through broad-based education. They share commonalities in historical origins, educational objectives, and curricular structures. However, high school curricula are typically organized around subject-based learning, whereas university curricula are more discipline-oriented, with pedagogical differences arising from the distinct roles of teachers and professors. These differences manifest in instructional content, teaching methodologies, and assessment practices. From the perspective of curricular continuity, sequence, and integration, the study advocates for the development of academically rigorous liberal arts courses at the university level that facilitate interdisciplinary mobility and integration for students, and the enhancement of teaching methods for interdisciplinary courses through ongoing faculty research. The conclusion suggests conceptualizing liberal education as encompassing three distinct domains: basic literacy education, liberal arts education, and experiential learning. It emphasizes that the scope of liberal arts education should extend beyond basic competencies, asserting that continuous faculty engagement and scholarly inquiry are essential for the effective development and refinement of liberal education curricula.

A Study on How to Cultivate Musical Transitions Using A. Copland’s Theory of Students of Liberal Arts Music Education at University

This study adopted literature analysis and hermeneutic research methods, utilizing Aaron Copland's theory of film music to explore strategies for promoting musical transfer among students in college-level general music education. Music courses in liberal arts education at the university level typically focus on enhancing students' appreciation and understanding of music. however, given the nature of such courses, there may be limitations in applying musical concepts to real-life situations unless a specific instructional design is considered. To address this issue, this study developed a preliminary educational model through a literature review, and subsequently refined and finalized the model by incorporating revisions identified during the actual process of designing lessons using film music. The findings indicate that the educational model employing film music has the potential to enhance students' musical comprehension and appreciation skills and serves as an effective tool for facilitating the transfer of musical concepts across various contexts. These results suggest that the integration of film music into liberal arts music education is an effective approach for expanding students' musical thinking and experiences, thus presenting a new direction for music education.

An Analysis of the Effect of Cross-Enrollment between High School and University on the Labor Market Performances

This study analyses the effect of cross-enrollment between high school and college on the college GPA as well as labor market performances. It uses a three-year(2017-2019) survey of the Graduates Occupational Mobility Survey(GOMS) and sets up the comparison group with similar attributes of the treated group based on the propensity score matching method. The results show that liberal arts students at high school who enrolled in science majors acquired a lower GPA at college than the comparison groups, but they were advantageous in employment. Similar results were found among science students who enrolled in liberal arts majors, but the results were not statistically significant. In addition, no meaningful differences were found in the probability of getting permanent job employments nor in earning levels. The results imply that cross-enrollment decisions do not seem to be a mere strategic behavior when it comes to college entrance. Therefore, it should to be encouraged to exploit the advantages of integrated learning rather than to be discouraged.

대학생의 융합교육 실천 방법에 대한 인식 및 요구 분석: S대학 사례를 중심으로

Objectives The purpose of this study is to categorize convergence education practice methods into six types and analyze the perceptions and needs of undergraduate students at S University regarding these methods. Methods To achieve the research purpose, the researcher classified convergence education practice methods in-to six types through literature review. Based on them, the needs analysis was conducted through the ques-tionnaire targeting the undergraduate students at S University. For the analysis, the t-test, Borich need assess-ment model, and Hershkowitz's criticality function were used. Results Among the methods of implementing convergence education, the methods that S University under-graduate students recognize as most important were identified in the order of AI liberal arts curriculum expansion, teaching and learning innovation, and student-designed majors. Among these, regarding the operation of the stu-dent-designed major system, the current implementation level of S University was recognized as higher than the level of importance. As a result of calculating the Borich demand value, it was confirmed that the following order was innovation in teaching and learning, system for allowing major changes without division, and innovation in major curriculum content. By synthesizing the results of Hershkowitz's critical function analysis, the practice of convergence education through innovation in the teaching-learning area had the highest level of demand from S University undergraduate students. Conclusions Based on the results of this study, first, in order to practice convergence education in university set-tings, it is important to introduce educational content and curriculum that break down the boundaries between majors, but it is also necessary to discuss educational methods to put this into practice. Second, It was suggested that strengthening the capacity of instructors to practice convergence education is also important, and thirdly, that an administrative and financial support system suitable for each university's situation to practice convergence ed-ucation should be established.

Studying an Integrated Reading-writing Education Method to Deepen the Humanities Thinking of University Students : Focusing on the ‘Questioning in the Form of Problem Discovery’ to Foster the Activeness and Creativity of Thinking

The purpose of this paper is to explore the direction of humanities and liberal arts education at universities in the advent of the digital AI era, in which Generative AI invades human-specific areas due to the increasingly accelerated development of computer Internet technology, and to suggest what competencies learners need at this time and the contents and methods of education to cultivate them. Finding ways to coexist with digital AI technology, which has become a trend of the times, is a current task in the field of university education that needs to quickly respond to rapid social changes, adapt, and cultivate members of the future society. However, until sufficient research on this new media technology is done and its strengths and limitations are revealed in a relatively clear manner, I think it is necessary to examine and supplement the existing teaching methods that have already been developed based on sufficiently accumulated research and experience. Therefore, this paper proposed a reading-writing integrated education method that can shape the form and content of humanities thinking.

A Study on a College Writing Course Model Utilizing Public Service Advertisements

This study proposes a column-writing course model that utilizes public service advertisements (PSAs) and aims to elucidate the educational effectiveness and significance of the course through a survey conducted among learners. The study participants consisted of 99 learners enrolled in the course “Media Society and Critical Writing,” which is part of the mandatory liberal arts curriculum, <Critical Thinking and Expression>, at Soongsil University. The course model is designed with the goal of analyzing various social issues presented in PSAs, collaboratively exploring solutions with peers, and ultimately completing a column. The design reflects Bransford et al. (1998) “IDEAL Problem Solving” method, the Engaged Learning<sup>+</sup> approach implemented at Soongsil University, and the core competencies outlined by the World Economic Forum (2023). This paper aims to enhance learners' creative and analytical thinking, facilitate the establishment of social and self-awareness among students through their communication with others, and assist in articulating these insights in a column format. Additionally, a key design goal of this course model is to enable learners to concretely articulate the process of understanding and empathizing with the difficulties of others, which they may not have personally experienced, through the analysis of PSAs. The survey conducted among the learners revealed that this course model significantly contributed to improving their abilities in media text analysis, communication, and writing.

Re-Creation of a Classic Novel through Transmedia Storytelling : Cross-Cultural Learning Focusing on Tess of the d'Urbervilles

This study explores the transmedia-storytelling model to induce EFL learners to participate in project-based learning while reading a classic novel, <i>Tess of the d'Urbervilles</i>. The objectives are to encourage their participation and to design a class representing ‘limited selection and freedom’ for the twenties. In particular, when provided with subtitles through CCD (Cross-Cultural Dialogue) based inquiry, learners can experience student-centered creation activities by adding, reforming, and storytelling the content. In this study, the more the students learn about individual freedom and the ability to adapt, the higher consideration they will have for both their own and other cultures, which can improve their emotional resilience. They will also learn that studyng with people from different cultural backgrounds can promote their learning efficacy. Hopefully, this study can contribute to building a model of Liberal Arts to encourage further readings in the Classics and to activate learners’ convergence skills in English language classes.

A Study of the Effectiveness of Student Perception-Based AI Feedback in College Writing Classes

This study examined the educational effectiveness of AI-based automated evaluation feedback tools in college writing courses. Amid active discussions on the use of AI in liberal arts education, the study applied AI automated evaluation tools to actual writing classes and analyzed the results. The findings show that AI feedback positively influenced students' motivation for writing and achieved a high level of satisfaction in areas such as spelling, vocabulary, grammar, and expression correction accuracy. AI automated evaluation feedback helps reduce the feedback burden on instructors and assists them in providing meaningful feedback to students. It is expected that AI-based automated writing feedback tools will contribute to fostering AI literacy. This case study is significant in that it offers insights for effectively incorporating AI automated evaluation feedback into college writing courses.

The Impact of Team-Based Learning Activities on Learning Satisfaction : Focusing on the Mediating Effects of Learning Engagement and Problem-Solving Skills

This study aims to analyze the structural relationships between the impact of team-based learning activities on learning satisfaction and the mediating effects of learning engagement and problem-solving skills in the common liberal arts course Masterpieces of Wisdom and Compassion Seminar, which was revised and operated using a team-based learning teaching method in the first semester of 2024. A survey was conducted from June 10 to 17, 2024, targeting students who took the Masterpieces of Wisdom and Compassion Seminar, and the analysis was performed using structural equation modeling. The main findings of the study are as follows: First, team-based learning activities showed positive correlations with learning engagement, problem-solving skills, and learning satisfaction. Second, team-based learning activities had significant positive effects on learning engagement, problem-solving skills, and learning satisfaction. These results imply that better adaptation to team-based learning activities, higher learning engagement, and better problem-solving skills lead to higher learning satisfaction among students. Additionally, one of the major changes in the revised course operation was the initial step of learning readiness. This process likely contributed to enhancing learning engagement and problem-solving skills, and increasing learning satisfaction during the team activities of presenting and discussing topics. However, there is a need to address issues such as the lack of time for students to read the masterpieces, the burden of evaluating learning readiness which hampers immersion in understanding the masterpieces, difficulties in communication and cooperation among team members which may lower learning engagement, problem-solving skills, learning satisfaction, and concerns about the reduction of individual competence due to the increased scope and weight of team activity-related tasks.