Promoting the Public Impact of General Education

Autor/in	Stone, Russell
Titel	Promoting the Public Impact of General Education
Quelle	In: Journal of General Education, 69 (2020) 3-4, S.142-153 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-3667
Schlagwörter	General Education; Outcomes of Education; Educational Change; Competency Based Education; Academic Degrees; Land Grant Universities; Partnerships in Education; Integrated Activities; Stakeholders; Role of Education; Educational Responsibility; Accreditation (Institutions); Career Readiness; Community Involvement + Suchen Sie Ihr Suchwort? Allgemein bildendes Schulwesen; Allgemeinbildung; Lernleistung; Schulerfolg; Bildungsreform; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Hochschulpartnerschaft; Integrierender Unterricht; Bildungsauftrag; Erziehungsverantwortung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut
Abstract	The public impact of higher education is often associated with the research and engagement enterprises of an institution, but through its support of career readiness skills and high-impact learning experiences, general education also has the potential to impact an institution's public communities and constituency. This article reflects on general education reform at a Carnege-R1 and Community Engagement, land-grant university during a period of significant change. In response to the national discussion of general education reform, our university implemented competency-based general education while state leadership articulated its own set of expected competencies for emerging, in-demand career fields. Focused on the learning experience of students to date, this study considered to what extent general education outcomes were integrated into degree programs and whether the university has leveraged on- and off-campus partnerships to support general education learning. The author concluded that five years after implementing a model of integrated learning with its degree-granting units, the university should consider these other potential partners as stakeholders in a learning experience that can be mutually beneficial in fulfilling the public responsibility of educating the state's future employees. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01