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Not a week goes by without new laments about the decline of the humanities and social sciences. Many of these op-eds blame the utilitarian popularity of the STEM disciplines for declining enrollments and diminishing support for the traditional liberalarts. My experience is different.
Background Founded in 1859, Whitman College is a private liberalarts institution located in Walla Walla, Washington. Approximately 1,500 students from across the United States and internationally enroll at Whitman, attracted by its personalized instruction and strong emphasis on experiential learning.
The Ivies, the flagships, the land-grants and the extremely selective and even moderately selective private universities and liberalarts colleges will do fine. ” In his words: the proposed model “will take on the challenges of cost and career value without rejecting the value of liberalarts of human teachers.”
Then there is a fourth tradition, which represented a distinctively American contribution: A focus on human capital formation, local and regional economic development, entertainment and sports, and community service. Provide more experiential learning opportunities. I don’t think so. Apparently not.
Reading Time: 3 minutes Cengage authors dedicate themselves to producing high-quality content, while also prioritizing a functional learningexperience for students, equipping them with background information and tools necessary to analyze the important topics covered in their courses. Arlt Award in the Humanities.
The result, according to Feldstein: these institutions “make the same research demands on faculty and incur expenses for building out facilities that are not focused on creating well-educated citizens, successful professionals and thoughtful human beings. ” I call that the learner- and learning-centered university.
From skills assessment rubrics to soft skills microcredentials , this generic conception strips away critical information about how skills are defined, used and rewarded by actual human beings. Additionally, as strong advocates of the liberalarts tradition, we contend that this core strength of U.S.
Principle 3: An education that is less discipline-specific but that embraces the broader concerns of the humanities and social sciences, that addresses big and enduring questions, and that teaches students how to think like an anthropologist, historian, literary critic, political scientist, psychologist and sociologist.
Romero-Hall: I come to this conversation as someone who has been a student in a HyFlex format, has some experience teaching HyFlex and has investigated this type of instructional modality. Gillis: I’m an assistant professor in sociology at a small liberalarts college in upstate New York.
The learningexperience must be tailored, not just in content but in delivery, leveraging the latest digital tools to enhance accessibility and engagement. And that, that human connection is so important. 00:07:45] Catherine: Yeah. and Drumm, I think that’s true. 00:10:55] Drumm: You’re absolutely right.
Recognizing the dynamic nature of higher education governance, leaders often find themselves in positions where they might test the limits, which is a natural aspect of human behavior. And I sit actually as a trustee on a small, liberalarts college halfway around the world called High Gaussian College. 00:36:03] Drumm: Really?
Keith-Vincent: Since the pandemic, our students are coming to us with more information and more questions about what’s possible in relation to a personalized learningexperience. There are a wide range of ways to apply these resources and really enhance the learningexperience for our students as well as our faculty and staff.
Campuses need to offer more of the kinds of courses and learningexperiences that today’s students need. Far-reaching humanities courses that speak to existential and developmental issues such as death and bereavement, applied ethics, identities, love and intimacy, and tragedy.
As for the idea that educational institutions require a distinct mission with well-defined implications policy and practice, what we see are campuses – with the exception of military academies or religious or small liberalarts colleges -- with multiple, complex, often conflicting and competing, functions and responsibilities.
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