Classed outcomes: how class differentiates the careers of liberal arts college graduates in the US

2018 ◽  
Vol 39 (8) ◽  
pp. 1075-1093 ◽  
Author(s):  
Allison L. Hurst
Keyword(s):  
Liberal Arts ◽  
College Graduates ◽  
Liberal Arts College ◽  
The Us

scholarly journals Centering the Margins: Knowledge Production in the Introductory Archaeology Course

2020 ◽  
Author(s):  
Kylie Quave ◽  
Shannon Fie ◽  
AmySue Qing Qing Greiff ◽  
Drew Alis Agnew
Keyword(s):  
Higher Education ◽  
Students Of Color ◽  
Knowledge Production ◽  
Liberal Arts ◽  
Liberal Arts College ◽  
Course Structure ◽  
Student Reflection ◽  
The Past ◽  
The Us ◽  
Full Picture

Teaching introductory archaeology courses in US higher education typically falls short in two important ways: the courses do not represent the full picture of who contributes to reconstructing the past and do not portray the contemporary and future relevance of the archaeological past. In this paper, we use anti-colonial and decolonial theories to explain the urgency of revising the introductory archaeology curriculum for promoting equity in the discipline and beyond. We detail the pedagogical theories we employed in revising an introductory archaeology course at a small liberal arts college in the US and the specific changes we made to course structure, content, and teaching strategies. To examine the impacts on enrolled students and on who chose to enroll in the revised archaeology curriculum, we analyze student reflection essays and enrollment demographics. We find that students developed more complex understandings of the benefits and harms of archaeological knowledge production and could articulate how to address archaeology’s inequities. We also found that enrollment in archaeology courses at the college shifted to include greater proportions of students of color. These results support the notion that introductory archaeology courses should be substantially and continually revised.

Battle Battle: Engaging Diversity in the American Liberal Arts College

2018 ◽  
Vol 19 (1) ◽  
pp. 101-112
Author(s):  
Joyce Lu
Keyword(s):  
Production Process ◽  
Asian American ◽  
Hip Hop ◽  
Liberal Arts ◽  
Liberal Arts College ◽  
Racial Formation ◽  
Educational Institutions ◽  
The Us ◽  
History Of ◽  
White Hegemony

Battle Battle: Engaging Diversity in the American Liberal Arts College examines the production of an Asian American hip-hop musical, directed by the author, at a private liberal arts college in the US. This article demonstrates how the production process was determined by the complex history of racial formation and relations in America. Those who were extremely attached to standardized Eurocentric practices of control in education could only read this complexity as disorder and found the process to be out of control or anarchic. The author claims, however, that the process was necessarily anarchic insofar as the production was undertaken as a decolonizing project; an attempt to undermine structures of domination and employ an ethical and democratic way of working that directly conflicted with the violent constraints of White hegemony that are present in elite educational institutions.

scholarly journals An Analysis Of Initial Global Citizenship In A Liberal Arts College In Northeastern Pennsylvania

2013 ◽  
Vol 10 (1) ◽  
pp. 23-28
Author(s):  
Dorothy Anthony ◽  
Patricia Bederman Miller ◽  
Karen K. Yarrish
Keyword(s):  
Study Abroad ◽  
Liberal Arts ◽  
College Graduates ◽  
Global Citizenship ◽  
Liberal Arts College ◽  
Study Abroad Programs ◽  
College And University ◽  
Global Workforce ◽  
Expatriate Employees ◽  
Northeastern Pennsylvania

There are an increasing number of organizations conducting business in the global environment (Hill, 2011). Expatriate employees are frequently used and are critical for success in these assignments (Carpenter, Sanders, & Gregersen, 2000). Adjusting to a foreign culture is one reason for high failure rates of expatriates (Garonzik, Brockner & Siegel, 2000). According to Morais and Ogden (2010), there is a need to measure global citizenship in a way that can validate the outcomes of a study abroad experience, specifically, and the development of a global citizen, generally. College and University Study Abroad programs introduce students to global cultures and citizenship; however, college graduates are not prepared to enter the global workforce (Hunter, 2011). This article analyzes and measures initial global citizenship in a liberal arts college in Northeastern Pennsylvania. This study utilizes the Global Citizenship Scale to explore the initial levels of social responsibility, global competence and global civic engagement (Morais & Ogden, 2010). The researchers will discuss the implications for educators, administrators, and researchers. Findings, conclusions, and recommendations will be presented.

scholarly journals Building a Liberal Arts Tradition in India

2021 ◽  
pp. 123-137
Author(s):  
Takako Mino
Keyword(s):  
Higher Education ◽  
Liberal Arts ◽  
Liberal Arts College ◽  
Culturally Relevant Education ◽  
Societal Challenges ◽  
Indian Context ◽  
The Us ◽  
Education In India ◽  
Indian Higher Education ◽  
Relevant Education

Postcolonial nations often struggle with the legacy of higher education systems built by and for the benefit of former colonizers. In India, several visionaries have endeavored to design new approaches to higher education that are suitable to India’s unique context while taking inspiration from the US liberal arts college model. Interest in the liberal arts has grown - in an interconnected world, where a broader scope of understanding is required to craft solutions to societal challenges, young Indians are seeking an alternative to the specialized university model that has dominated the Indian higher education landscape since colonial times. This paper explores the practice of the liberal arts in India through three questions: How does the liberal arts approach fit within the Indian context? How have Indian universities built their own liberal arts tradition? What tensions do these universities navigate? I collected data through a document analysis and interviews with founders, faculty, students, and alumni at three new liberal arts universities in India. While communicating the practical value of the liberal arts to a largely unfamiliar population, the universities built their own liberal arts tradition to help students appreciate, analyze, and develop a commitment to improving the Indian context. At the same time, universities faced numerous tensions: responding to pressures to produce highly employable graduates while remaining true to their institutional ideals, balancing wisdom from both the western liberal arts model and indigenous Indian traditions, and fostering greater inclusion while maintaining financial sustainability. The study’s findings contribute to the field of higher education in India and other postcolonial countries seeking to create new culturally relevant education traditions.

Common thread: The Fifth Discipline from a liberal arts college perspective

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
William D. Schneper
Keyword(s):  
Higher Education ◽  
Learning Organization ◽  
Liberal Arts ◽  
Liberal Arts Colleges ◽  
Liberal Arts College ◽  
Research Attention ◽  
Content Type ◽  
Higher Education System ◽  
The Us ◽  
Learning Principles

Purpose Liberal arts colleges (LACs) have played a crucial role in the foundation and development of the US higher education system. Today, these schools face numerous organizational and environmental challenges that threaten their performance and even survival. This paper aims to examine whether Senge’s (1990) vision of the learning organization can serve a useful function in responding to these challenges. Design/methodology/approach A conceptual analysis was conducted based on research relating to learning organizations, LACs and the liberal arts tradition. Findings The paper identifies significant congruence between learning organization and liberal arts/liberal learning principles. LACs may benefit from applying and modifying Senge’s (1990) framework to their own unique situations. Originality/value While The Fifth Discipline has certainly contributed to the lexicon of higher education, the role that Senge’s (1990) framework plays in LACs has received scant research attention. This paper investigates the applicability of Senge’s approach to an underexplored context.

Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Nanette P. Napier ◽  
Sonal Dekhane ◽  
Stella Smith
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Liberal Arts ◽  
Faculty Perceptions ◽  
Liberal Arts College ◽  
Final Exam ◽  
Face To Face ◽  
Faculty Teaching ◽  
Face To Face Instruction ◽  
The Impact

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.

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