The assessment of general education is often approached through broad surveys or standardized instruments that fail to capture the learning goals most faculty members desire for this portion of the curriculum. The challenge in remedying this situation lies, first, in defining general education in meaningful ways that can be both articulated and measured and, second, in engaging deeply the faculty members whose own intellectual abilities cut across disciplinary boundaries to address the learning that lies at the heart of general education.
|Original language||English (US)|
|Number of pages||8|
|Journal||Journal of General Education|
|State||Published - Jan 1 2013|
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