The Everywhere and Nowhere Skill: Sustaining the Assessment of Analytical Reading as Critical Thinking across the Curriculum

Autor/inn/en	Lambrecht, Kathryn; Sweeney, Meghan A.; Detweiler, Jane
Titel	The Everywhere and Nowhere Skill: Sustaining the Assessment of Analytical Reading as Critical Thinking across the Curriculum
Quelle	In: Journal of General Education, 68 (2019) 3-4, S.169-190 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-3667
Schlagwörter	Curriculum Development; Curriculum Evaluation; Higher Education; General Education; Educational Objectives; Course Content; Reading Skills; College Faculty; Critical Reading; Critical Thinking; Alignment (Education); Course Descriptions; Intellectual Disciplines; Outcomes of Education; Teaching Methods; Evaluation Methods; Educational Change; Core Curriculum; Teacher Attitudes; Nevada (Reno) + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Allgemein bildendes Schulwesen; Allgemeinbildung; Educational objective; Bildungsziel; Erziehungsziel; Kursprogramm; Reading skill; Lesefertigkeit; Fakultät; Kritisches Lesen; Kritisches Denken; Kursstrukturplan; Geisteswissenschaften; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Kerncurriculum; Lehrerverhalten
Abstract	Despite efforts of both administration and faculty, the intent and the execution of new curricular initiatives are not always in alignment. To understand how the declaration of a campus-wide general education initiative was being implemented, this article combines analyses of syllabi and courses from across disciplines. In an initial review, the goal was to understand how new elements of Core Objectives and Student Learning Outcomes were being incorporated into syllabi. After this general review, the authors sought to understand how core elements associated specifically with reading were being implemented in syllabi and in the classroom. This article finds that while critical analysis and reading are valued as cornerstones of the university, the details of who is responsible for teaching and assessing these important features remains less clear. "Reading" is variously prevalent across disciplinary courses: while present in the course structure and assessment mechanisms of syllabi across the university, there is little evidence that instructors are holding themselves responsible for teaching and assessing it as an intellectual practice. Amid a national scholarly conversation about reading and its role in critical thinking, this study contributes ideas for how institutions can more explicitly align stated values with curricular outcomes in practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01