scholarly journals A Marketing Course And The Liberal Arts: Students’ Perspective Of Interdisciplinary Relevance

2019 ◽  
Vol 12 (4) ◽  
pp. 79-86
Author(s):  
Marilyn Martin Melchiorre
Keyword(s):  
Liberal Arts ◽  
Fine Arts ◽  
Added Value ◽  
Academic Disciplines ◽  
Education Literature ◽  
Sample Data ◽  
Arts Curriculum ◽  
Subject Areas ◽  
Liberal Arts Students ◽  
Enhance Student Learning

This study examines students’ reflections on how concepts covered in a marketing course are applied to the broader liberal arts curriculum. The objective was to demonstrate when given a chance with an Interdisciplinary Reflection Assignment, students can articulate interdisciplinary relevance. The study collected sample data from six classes over three years. The assignment embodies the areas of metacognition, reflection, and integration of interdisciplinary knowledge.A content analysis approach was utilized to review both quantitative and qualitative data. Students’ comments are categorized as follows: 32 in “Humanities & Fine Arts”; 31 in “Natural Sciences & Mathematics”; 93 in “Social Sciences & History”; 6 in “Professional Studies” (College, 2019). The assignment results strongly suggest that, when asked, students can articulate the integration of a business marketing course with other liberal arts subject areas. Thus, demonstrating business has a legitimate place in the liberal arts curriculum. This study contributes to education literature by providing a specific pedagogical example that can be easily replicated by other educators at other higher education institutions. The assignment offers added value to enhance student learning and appreciation of how marketing concepts integrate with other academic disciplines.

scholarly journals Thinking Through Improvisation: Do General Improvisation Studies Belong in a Liberal Arts Curriculum?

2020 ◽  
Vol 13 (1) ◽  
Author(s):  
Dominic Poccia
Keyword(s):  
Risk Taking ◽  
Liberal Arts ◽  
Creative Thinking ◽  
Reading Performance ◽  
First Year ◽  
Subjective Experiences ◽  
Arts Curriculum ◽  
Creative Problem ◽  
Liberal Arts Students ◽  
First Year Seminar

Thinking Through Improvisation implies two meanings: 1) carefully examining all that improvisation encompasses including how it is practiced, and 2) using improvisation to generate ideas or performances. Using a First Year Seminar course I taught for 20 years, I illustrate how a general course in improvisation can introduce students to improvisation as a way of thinking in diverse fields and can strengthen liberal arts skills in critical and creative thinking. Interdisciplinary and multicultural approaches are readily incorporated as are a range of activities including writing, critical reading, performance, and creative problem solving. Risk taking, trust, creativity, adaptability, teamwork, respect for knowledge, abstract and practical thinking and the joy of creative discovery are explored through discussion and practice of improvisation. Scientific explanations of improvisation are compared to subjective experiences of improvisational performance. These activities lay a groundwork for creative explorations of the discipline-oriented curriculum in the range of fields subsequently encountered by liberal arts students.  

scholarly journals The Necessity and Method of Death Education as a Liberal Arts Subject

2021 ◽  
Vol 15 (5) ◽  
pp. 71-84
Author(s):  
Sul Joong Hwang
Keyword(s):  
Liberal Arts ◽  
Human Beings ◽  
Death Education ◽  
Life And Death ◽  
Major Subject ◽  
The World ◽  
Arts Curriculum ◽  
The Face ◽  
Open Discussion ◽  
Liberal Arts Students

The purpose of this essay is to create and promote a discourse on how to develop and operate convergence education within the liberal arts. Currently, the liberal arts curriculum is suffering from considerable difficulties caused by the logic of capital that has penetrated into universities. In such a crisis situation, death education can be an important motive for restoring the value of liberal arts. Students must one day face their own death. In the face of existential and ontological death, students are forced to ask the most valuable and meaningful questions in life, and these questions contain the classic essence of the liberal arts.Death has a very complex and multi-layered nature that can not be dealt with only by a single major subject. In order to fully and deeply deal with death, convergence education is needed. As death is a mirror that reflects life as a whole, it is necessary for us to review carefully the various and opposing views and positions on death together. Therefore, rather than having one professor in charge of death education, it is much more effective for many professors with different majors to participate in the lecture as possible. Seen in this light, a lecture on ‘Life and Death’ as an example of convergence education in the liberal arts is presented. By participating in free and open discussion about the problems of life and death without trying to provide only one right answer, students can gain a broader perspective on human beings and the world, as well as have an opportunity to reflect on their own lives and make independent decisions.

Mathematics for Liberal Arts Students

1993 ◽  
Vol 100 (2) ◽  
pp. 162-166
Author(s):  
Albert W. Briggs
Keyword(s):  
Liberal Arts ◽  
Liberal Arts Students

Scheme as an expository language for liberal arts students

1993 ◽  
Vol VI (3) ◽  
pp. 54-58
Author(s):  
Aaron Konstam ◽  
John E. Howland
Keyword(s):  
Liberal Arts ◽  
Liberal Arts Students

scholarly journals Mechanics for Liberal Arts Students

2017 ◽  
Vol 20 ◽  
pp. 183-188
Author(s):  
Yutaka Shimomura
Keyword(s):  
Liberal Arts ◽  
Liberal Arts Students

Playwriting in the Liberal-Arts Curriculum

1939 ◽  
Vol 1 (3) ◽  
pp. 244
Author(s):  
Kenneth Thorpe Rowe
Keyword(s):  
Liberal Arts ◽  
Arts Curriculum

To Unify the Liberal-Arts Curriculum

1932 ◽  
Vol 3 (7) ◽  
pp. 373
Author(s):  
Harvey A. Wooster
Keyword(s):  
Liberal Arts ◽  
Arts Curriculum

An evaluation of public policy student placements: outcomes of a Malta-based study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Anne Marie Thake
Keyword(s):  
Public Policy ◽  
Tertiary Education ◽  
Real Life ◽  
Added Value ◽  
Academic Disciplines ◽  
Online Questionnaire ◽  
Content Type ◽  
Course Content ◽  
Mandatory Requirement ◽  
Practical Implications

PurposeThe purpose of this paper is to evaluate short-term, unpaid placements offered to students reading for a degree in public policy. They provide added value to their tertiary education experience. Elective placements were offered in 2012 and became a mandatory requirement for students reading for a three-year bachelor of commerce degree in public policy in 2018. To date, no research has been carried out on these placements and this may serve as a model for a post-evaluation assessment.Design/methodology/approachData were collected from students who undertook placements, embedded in the public policy undergraduate programme. A document analysis of selected student and placement provider's reports was carried out to complement the students' responses to an online questionnaire.FindingsPlacements are of value to students as they served as an introduction to the working world. They enable students to establish connections with the course content and carry out research. They were exposed to real-life situations, developing their knowledge, acquiring soft skills and learning new tools, sought after by employers. These placements were valued as a route to graduate employment tailor-made to the degree's requirements. Students were able to embark on a soul-searching, introspective discovery and journey which made them mature and shed light in the direction of future work prospects.Research limitations/implicationsPlacements give students the opportunity to gain insights into real-work environments and are able to link theories learnt in the class-room with real-life situations. Placements have positive implications on students adjusting to their work life easily after graduation. The limitations are that the sample size was small and that the reflective reports which were randomly selected may not have necessarily been representative of the full complement.Practical implicationsThe practical implications are that the placements system and process can easily be implemented and replicated in other academic disciplines and universities as a compulsory component of their studies.Social implicationsPlacements gave students the opportunity to reflect on their learning, develop non-technical skills and enhance their confidence levels. They were also able to network and communicate with different employees.Originality/valuePlacements provided exposure to relevant organisations and personal enrichment in terms of acquiring skills, autonomy and independence. Students with placement experience are also more likely to secure future employment, relevant to their undergraduate degree.

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