General Education in the 21st Century: Aspirational Goals and Institutional Practice

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dc.contributor.advisorConley, Daviden_US
dc.contributor.authorGarrison Duncan, Amberen_US
dc.date.accessioned2014-10-17T16:11:15Z
dc.date.available2014-10-17T16:11:15Z
dc.date.issued2014-10-17
dc.description.abstractThe goal of general education is to provide students with an education that is broad and holistic, teaching transferable intellectual skills such as critical thinking, written and oral communication, problem solving and teamwork. General education courses are typically offered through the academic subjects of mathematics, science, English, and social science. Recent studies document concern that college graduates are not capable of demonstrating the intellectual skills expected. Through the use of content analysis, this study examined institutional practice to determine if the goals of general education are being met. A nationally representative sample of general education course syllabi and work products were analyzed for evidence of the intellectual skills expected of students and if those expectations were communicated. Findings indicate that learning expectations were not consistently provided and the goals of general education to deliver complex cognitive skills were not met. Implications provide insight for those responsible for general education reform.en_US
dc.identifier.urihttps://hdl.handle.net/1794/18484
dc.language.isoen_USen_US
dc.publisherUniversity of Oregonen_US
dc.rightsAll Rights Reserved.en_US
dc.subjectCurriculumen_US
dc.subjectCurriculum reformen_US
dc.subjectGeneral educationen_US
dc.subjectLearning outcomesen_US
dc.titleGeneral Education in the 21st Century: Aspirational Goals and Institutional Practiceen_US
dc.typeElectronic Thesis or Dissertationen_US
thesis.degree.disciplineDepartment of Educational Methodology, Policy, and Leadershipen_US
thesis.degree.grantorUniversity of Oregonen_US
thesis.degree.leveldoctoralen_US
thesis.degree.namePh.D.en_US

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