scholarly journals Desequencing the Music Theory Core: A Liberal Arts Model

2020 ◽  
Vol 7 ◽  
Author(s):  
Andrew Gades
Keyword(s):  
Communication Skills ◽  
Information Literacy ◽  
Music Theory ◽  
Liberal Arts ◽  
Liberal Arts College ◽  
Ways Of Knowing ◽  
Music Curriculum ◽  
Core Theory ◽  
The Subject

The undergraduate music curriculum has been the subject of ongoing discussion with regards to technology, repertoire, pedagogy, and purpose. This article contributes to this continuing conversation by presenting a case study of a restructured music theory sequence at a small liberal arts college. Part of the liberal arts mission at the College of Idaho includes a commitment to interdisciplinary ways of knowing, effective written communication skills, and information literacy. The curriculum proposed in this article reflects the liberal arts identity of the instition and some of the practical realities faced by smaller programs. Although specific to the needs of the institution, this model provides one path forward to a more efficient and flexible core theory curriculum.

A Case Study of Authentic Assessment

2011 ◽  
pp. 213-230
Author(s):  
David A. Eubanks
Keyword(s):  
Performance Assessment ◽  
Learning Outcomes ◽  
Communication Skills ◽  
Direct Observation ◽  
Liberal Arts ◽  
Authentic Assessment ◽  
Student Thinking ◽  
Assessment Program ◽  
Philosophical Framework

This chapter describes Coker College’s subjective performance assessment program to rate student thinking and communication skills. It uses a discussion of the epistemology of assessment to motivate an emphasis on direct observation by experts as the basis for “authentic” assessment for complex learning outcomes. Results from Coker College’s experience are given and discussed in the context of this approach. The purpose of this chapter is to give a philosophical framework and practical methods that can help institutions assess liberal arts learning outcomes. Such assessments can provide information crucial to improving programs and pedagogy and form the basis for institutional effectiveness reports to stakeholders.

scholarly journals “The Gods Must Be Crazy”: Students’ Attitudes and Dispositions as Enablers and Blockers to Internationalization

2020 ◽  
pp. 102831532096428 ◽  
Author(s):  
David Ehrhardt ◽  
Caroline Archambault
Keyword(s):  
Liberal Arts ◽  
Intercultural Learning ◽  
Course Content ◽  
Arts And Sciences ◽  
Explicit Attitudes ◽  
Teachers And Students ◽  
Liberal Arts And Sciences ◽  
The Subject ◽  
Students Attitudes

This article argues that students’ attitudes and dispositions can be important enablers or blockers to effective internationalization of the curriculum in higher education. Using a case study of teaching African studies at a Dutch Liberal Arts and Sciences college, this article shows that students have mixed explicit attitudes toward the subject matter, but more consistent implicit dispositions that influence their understanding. Specifically, our students show strong dispositions toward agency, rationality, separation, and similarity, which clarifies some aspects of the course content but obscures others. As such, they function as both enablers and blockers to intercultural learning. Since dispositions are common among university students and relevant to a wide array of intercultural learning contexts, this study offers important insights for designing and implementing effective internationalization—in particular, the need to tailor our efforts to the specific constellation of attitudes and dispositions, the course content, and the skills of both teachers and students.

Peer reference assistants in a small liberal arts college: case study

2016 ◽  
Vol 44 (3) ◽  
pp. 292-308 ◽  
Author(s):  
Kasia Gonnerman ◽  
Ken Johnson
Keyword(s):  
Liberal Arts ◽  
Information Science ◽  
Liberal Arts College ◽  
Library Science ◽  
Content Type ◽  
Mentorship Program ◽  
Reference Services ◽  
The Impact ◽  
Student Assistants

Purpose The purpose of this study is to demonstrate how to create and sustain a successful mentoring program for reference student assistants in the liberal arts environment. The study delineates student training, program assessment and the impact on reference practice in a way that can be used at other institutions considering implementing a similar initiative. Design/methodology/approach This case study is written by professionals who have been deeply engaged in initiating, running and assessing the program. It presents the value of the program in an unbiased and objective manner by including the voices of the student mentees themselves reflecting on the experience. Findings The mentorship program has proven to be worthwhile and rewarding in equal measures to both the mentees and reference librarians working with our future successors. It serves an important role in inspiring and encouraging library student workers to become interested in academic librarianship as a career choice and it prepares them to be successful students in library and information science graduate programs. Originality/value Although the discussion of training reference student assistants per se is not rare in the library literature, this particular program is unique in several ways: its main intent is to mentor students who are interested in pursuing librarianship as a career goal; it occurs in the context of a liberal arts college rather than in a larger university setting, especially those offering degrees in information and library science; and it empowers students to provide in-depth independent reference services for their peers and faculty.

scholarly journals Teaching Ancient Women Philosophers: A Case Study

2020 ◽  
Vol 6 (3) ◽  
Author(s):  
Sara Protasi
Keyword(s):  
Liberal Arts ◽  
Liberal Arts College ◽  
Greek Philosophy ◽  
Ancient Greek ◽  
Experience Teaching ◽  
Ancient Greek Philosophy ◽  
Women Philosophers ◽  
Ancient Women ◽  
Modern Era

In this paper I discuss in some detail my experience teaching women philosophers in the context of a survey course in ancient Greek philosophy at a small liberal arts college. My aim is to share the peculiar difficulties one may encounter when teaching this topic in a lower-level undergraduate course, difficulties stemming from a multiplicity of methodological hurdles that do not arise when teaching women philosophers in other periods, such as the modern era. In the first section, I briefly review some of what we know about ancient Greek women philosophers, which is not only very little but frustratingly uncertain and highly debated. I devote the second section to some of the scholarly debates surrounding these philosophers’ doctrines, the details of their biographies, and their very existence. The third section is about the corresponding pedagogical challenges, and the fourth and final section describes the strategies I implemented to face those challenges.

Teaching Music Theory: The Liberal-Arts College

1974 ◽  
Vol 18 (1) ◽  
pp. 91
Author(s):  
Richard Chrisman
Keyword(s):  
Music Theory ◽  
Liberal Arts ◽  
Liberal Arts College ◽  
Teaching Music

Effecting Consistency Across Curriculum: A Case Study

2011 ◽  
Vol 1 (1) ◽  
pp. 21
Author(s):  
P. Raj Devasagayam ◽  
Thomas R. Mahaffey
Keyword(s):  
Quality Improvement ◽  
Learning Outcomes ◽  
Liberal Arts ◽  
Graduate Programs ◽  
Liberal Arts College ◽  
Situational Factors ◽  
Assessment Data ◽  
Continuous Quality ◽  
Situational Assessment

Continuous quality improvement is the clarion call across all business schools which is driving the emphasis on assessing the attainment of learning outcomes. An issue that deems special attention in assurance of learning outcomes is related to consistency across courses and, more specifically, across multiple sections of the same course taught by different professors.  This paper is intended to accomplish the two objectives.  First, identify and discuss the situational factors that are driving the need for improving quality through assessment.  The expectations of students and parents, employers and graduate programs, accrediting organizations, and faculty are examined in this situational assessment.  Second, a review of the process utilized by the School of Business at a small, private, liberal arts college to address consistency issues that adversely impact quality improvement is provided.  This process, still in the early stages of evolution, has had a significant impact on the culture of the institution as it strives to meet AACSB requirements. The process described in this paper has been utilized to address concerns and fears of faculty, and has resulted in improvements in consistency among courses in the curriculum.  Concluding remarks provide general recommendations that can be used by our peers who aspire to travel down the same path of using assessment data to improve quality.

Library Spaces Redefined: A Case Study at a Liberal Arts College

2016 ◽  
pp. 169-197
Author(s):  
Mary Barbosa-Jerez ◽  
Kasia Gonnerman ◽  
Benjamin Gottfried ◽  
Jason Paul
Keyword(s):  
Liberal Arts ◽  
Liberal Arts College

WHY JOHNNY STILL CAN'T ADD: PREDICTORS OF UNIVERSITY STUDENTS' PERFORMANCE ON AN ELEMENTARY ARITHMETIC TEST

2006 ◽  
Vol 34 (2) ◽  
pp. 151-160 ◽  
Author(s):  
Lionel G. Standing
Keyword(s):  
Liberal Arts ◽  
Math Anxiety ◽  
Liberal Arts College ◽  
Business Administration ◽  
Math Ability ◽  
High School Math ◽  
Business Administration Students ◽  
Unlimited Time ◽  
The Subject ◽  
Math Teaching

Undergraduates (N = 75) at a liberal arts college were given the D'Amore Test (DT; Hume, 1932), a measure of elementary arithmetic skills which uses 10 simple items taken directly from a third-grade curriculum of 1932. Unlimited time and written rough work were allowed. Exactly two-thirds of the subjects failed the DT by achieving a score below 10. On average, 8.71 items were answered correctly (range 5–10), and 63% of subjects scored between 5 and 8 inclusive. DT scores decreased progressively with the number of years the subject had spent at university, and varied by area of study, with Business Administration students scoring the lowest. Performance was correlated positively with self-rated math ability and self-predicted DT score, and negatively with math anxiety. It was not associated with gender, age, grades, or home province; nor with liking for math, science, computers or high-school math teaching. The hardest test item, with a 32% error rate, was to evaluate 92 × 34.

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