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1.
Timothy J. Flanagan 《Journal of Criminal Justice Education》2013,24(1):1-13
New perspectives on the impact of college on students, on linking general education, the major, electives and extra-classroom experiences toward the goal of “integrated learning,” and renewed emphasis on the importance of producing liberally educated college graduates, present opportunities for criminal justice educators to make their field a keystone in the architecture of a liberal education. In this essay, I argue that the multidisciplinary perspectives that characterize the field of criminal justice, as well as its core intellectual concerns, make criminal justice well-suited to serve as the infrastructure for a high-quality undergraduate liberal education program. 相似文献
2.
Christina Chávez‐Reyes 《Teaching Education》2013,24(3):297-311
This article addresses the lack of attention universities have given to adjusting liberal education, the undergraduate major for teachers in California, to the increase of multi‐ethnic, multi‐racial, and social class heterogeneity in state universities. This article argues for a revised pedagogy for undergraduate liberal arts education for teacher candidates in California called critical liberal education. This pedagogy emphasizes the interdisciplinary knowledge and inquiry skills of a traditional program in conjunction with intercultural competence, civic engagement and an ethical stance toward social justice. This pedagogy brings liberal arts education in line with living in our complex multicultural democracy to create analytic, engaged teacher‐citizens for the twenty‐first century. 相似文献
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Bruce A. Kimball 《Educational theory》2013,63(2):171-184
The question whether the study of education and teacher education belong at a liberal arts college deserves careful consideration. In this essay Bruce Kimball analyzes and finds unpersuasive the three principled rationales that are most often advanced on behalf of excluding educational studies, teacher education, or both from a liberal arts college. Specifically, Kimball argues that no principled definition of the conventional liberal arts disciplines excludes the study of education without barring other fields now regarded as legitimate, and consistency demands that all such fields be excluded if any are. In addition, teacher education, even if considered as merely “craft know‐how” or as professional training, cannot be excluded from liberal arts colleges without arbitrarily classifying it as suspect and subjecting it to strict scrutiny. But the question of whether educational studies or teacher education fit any asserted definition of liberal education does not finally resolve the question of whether they belong in a liberal arts college. Kimball concludes by suggesting that there are moral and prudential reasons for liberal arts colleges to offer teacher education and, concomitantly, the study of education, even apart from the unpersuasive objections that they do not fit a definition of liberal education. 相似文献
5.
高职文科毕业生就业竞争力培养初探 总被引：4，自引：0，他引：4
吴新化 《浙江教育学院学报》2005,(2):104-108
高职文科毕业生的就业竞争越来越激烈.通过及早开展职业规划,增长补短,转变就业观念,形成自身核心竞争力,从而突破高职文科毕业生的就业瓶颈. 相似文献
6.
Charlotte Carey 《Journal of Education & Work》2015,28(4):407-421
While there is a growing body of scholarship on the creative industries and on the career trajectories of graduates from creative industries programmes, there has to date only been a limited amount of research that examines in detail, the careers of fine arts graduates. Fine art is arguably the least ‘vocational’ of creative disciplines, in that there are relatively few employers that seek to employ fine artists as fine artists. If fine arts graduates are not employed in their chosen field – that is, in the ‘Creative Trident’ terminology, in a core creative occupation – how do their careers parallel or differ from those of other creative graduates? Do they find employment as ‘embedded creatives’, using or applying their experience and practice in sectors beyond the core creative industries, or as ‘support workers’, enabling and facilitating the creative work of others? Do they experience portfolio careers? And how do their artistic training and attitudes to creativity affect their working relationships and experiences? This article draws on rich qualitative data about the experiences of a small group of graduates (including the author) who all graduated from the same course at the same institution in the UK in 1994, to provide some insights into the career paths and trajectories of a sample of fine arts graduates. 相似文献
7.
Jeff J. Stevenson 《Community College Journal of Research & Practice》2013,37(1-4):69-79
This article looks at the relative usefulness of 12 selected factors in the preparation of college administrators as seen by practicing administrators and faculty in comprehensive community colleges, four‐year liberal arts colleges, and universities. Three hundred randomly selected faculty and administrators in the state of Iowa were sent survey questionnaires. The returned surveys and research data were then analyzed in order to answer the research question. The findings suggested that graduates from programs in higher education administration may be more accepted in community colleges than in liberal arts colleges or universities. The findings also showed that university personnel perceived the major research experience as being significantly more useful than the other personnel. Nonclassroom experiences were thought to be the most useful by all personnel, with faculty experience in higher education perceived to be the most useful. This study also showed that both administrators and faculty perceived majoring in higher education administration to be less useful than any of the other 11 preparation variables. One of the recommendations of this study is that students, graduates, and professors in higher education administration programs attempt to educate the participants in higher education and the public on the strengths and uses of their programs. It was also recommended that further research is needed in the area of administrative task analysis at the different types of institutions. 相似文献
8.
新生研讨课起源于美国,如今已成为美国高校本科教育的一种普遍性课程。美国的文理学院,尤其是一批顶尖文理学院,以实施一流的本科教育而享有盛誉,其中部分学院设有正式的新生研讨课项目。通过对这些新生研讨课项目实践的分析,可以为我国目前处于初级探索阶段的新生研讨课建设提供一些启示。 相似文献
9.
For a number of years the University of Lethbridge has been working to develop a model for experiential education which is appropriate for liberal arts students. To this end, a four-year experimental project was initiated in 1973 to develop such a model, adapting already established principles of Cooperative Education. The result of this experiment—that traditional Coop was not the appropriate vehicle—led to a more inclusive experiential educational model, which allows for both employment and volunteer experiences, involves the awarding of academic credit, and places the onus on the student to demonstrate through various forms of documentation the relationship between his or her field experience and academic program. While there always will be difficulties in assessing the credit value of learning gained from a practical experience, the University of Lethbridge has, through an approach that involves the realization of specific learning objectives, developed a program that fits well into the liberal arts framework. 相似文献
10.
Patricia H. King Samuel D. Morgan 《Community College Journal of Research & Practice》2013,37(3):265-280
Abstract In the past, preparation for the accounting profession consisted of either on-the-job training or formal education leading to the acquisition of a baccalaureate degree. In recent years, most practitioners entering the accounting field have graduated from a four-year academic program. The two-year accounting program has developed as an alternative to more traditional educational experience. Further, the literature suggests that there are employment opportunities for these two-year graduates. The purpose of this study was to determine if the two-year accounting programs offered at Virginia community colleges were relevant in terms of the accounting duties actually performed on the job by graduates of these programs. Specifically, the study was aimed at identifying the skills taught in two-year programs and their relationship to the tasks performed by graduates of these programs. 相似文献
11.
This article explores the current state and new roles of physical education as liberal education (PELE) in higher education. Recently, there has been growing discontent with PELE due to program redundancy and lack of educational power in higher education. However, little attention has been given to how to reconstruct PELE in higher education. To investigate this matter, this article examines (a) the origins and rationale of liberal education; (b) similarities and differences between liberal education, general education, and liberal arts; and (c) connections between liberal education and physical education. To conclude, two challenges of PELE in higher education are presented. These issues need to be overcome to bring PELE authentically into the world of colleges and universities. 相似文献
12.
《Teaching and Teacher Education》2000,16(4):465-490
This paper describes a model program in existence for over 30 yrs to prepare students from liberal arts colleges in the midwest for careers in urban teaching. The academic ability and educational background of graduates of selective liberal arts colleges make them the sort of teachers that have traditionally ended up in affluent suburban schools, yet it is these characteristics that potentially make them more valuable in urban schools. 相似文献
13.
Stuart Palmer Malcolm Campbell Elizabeth Johnson Jan West 《Research in Science Education》2018,48(5):989-1006
Recent national reports have highlighted the contribution that the sciences make to the Australian economy. Many developed economies report perceived shortages of STEM qualified workers, and at the same time, many science graduates have difficulty in finding work, especially work in their discipline. Rational education design dictates that science curricula at all levels should be based on a realistic representation of the actual practice of science graduates. So where do Australian science graduates go postgraduation? Using the Australian national census data set, we present a focussed investigation into the occupational status of Australian science bachelor graduates, how this status varies with graduate age and gender, how this status varies between science degree specialisms and how this status compares to a range of other disciplines. We consider the implications of these findings for undergraduate science degree curriculum design. We find that Australian science bachelor graduates work in a wide range of occupations, and even immediately postgraduation, only a minority of science bachelor graduates are working in traditional science occupations. Occupational outcomes vary significantly between science degree specialisms. For a contemporary undergraduate science curriculum to reflect the occupational outcomes of science bachelor graduates, there is a balance required to ensure adequate technical preparation for those students who pursue a career in their discipline as science professionals and to also address the broader knowledge, skills and attitudes that will equip the majority of graduates from Australian science programs for successful employment, further education and active participation in their communities, using their science knowledge. 相似文献
14.
闵盈盈 《黑龙江教育学院学报》2012,(6):16-18
本科毕业生就业难已经是一个不争的社会问题。通过对哈尔滨商业大学六年的本科生毕业生去向的量化分析,了解众多本科生对就业的观点和态度及其就业的现状,以期为本科学生就业提供指导,并有助于推动高校本科生培养模式的转变。 相似文献
15.
Juan C. Garibay 《Research in higher education》2018,59(3):349-381
Despite the importance of preparing socially responsible graduates in science, technology, engineering, and mathematics (STEM) to address the current state of poverty and inequality, very few studies in higher education have examined the development of STEM students’ outcomes critical to promoting a more equitable society, typically focusing on the impact of one program or course. To address this gap in the literature, this study used frameworks of undergraduate socialization as well as social justice perspectives in STEM education to examine the undergraduate experiences and institutional contexts that predict STEM bachelor’s degree recipients’ development of two democratic educational outcomes seven years after college entry: social agency and values toward conducting research that will have a meaningful impact on underserved communities. The study utilized multilevel modeling on a national longitudinal sample of 6341 STEM bachelor’s degree recipients across 271 institutions. Longitudinal student data from the 2004 Cooperative Institutional Research Program’s (CIRP) Freshman Survey and 2011 Post-Baccalaureate Survey were merged with institutional data from the Integrated Postsecondary Educational Data System and CIRP Faculty Surveys. Various undergraduate socialization experiences and institutional contexts were found to predict STEM bachelor’s degree recipients’ democratic educational outcomes, including academic majors, participation in student organizations and research, experiences with faculty, and peer and STEM faculty normative contexts. Implications of the findings for research, policy, and practice are discussed. 相似文献
16.
李豫黔 《教学研究(河北)》2010,33(4):17-21
当前,我国高等教育文科建设面临就业难问题,随着扩招和＂双选＂就业机制的深入,这一问题越来越凸显,随之而来的就是知识失业现象。在实现大众化教育以后,文科生就业形势与理工科相比要严重得多,知识失业现象也比较明显。有必要通过构筑文科专业壁垒体系,从根本上提升文科大学生的教育质量。文科建设必须充分体现对高深专门知识的传授。 相似文献
17.
Abstract: The employment quality of college graduates is a recent topic of heated discussion in China. Given the differences in the talent development goals of academic and vocational institutions and in individual job search approaches, this research compares the differences between the job search approaches and actual employment outcomes of graduates of undergraduate and vocational institutions, and analyzes the correspondence of vocational graduates’ job search approaches with their job search outcomes to identify the effect of higher vocational education on employment. Using the proposed methods, this study finds a significant gap in job search approaches between the two types of graduates and that higher vocational education significantly affects employment approaches and outcomes. The job search approaches of vocational graduates also influence their employment outcomes. The study concludes that the employment quality of vocational graduates is not necessarily worse than that of four-year undergraduates. 相似文献
18.
结合社会评价,分析了当下高校毕业生的素质缺陷及就业瓶颈,从内因和外因两个方面.通过实际案例分析、古今教育理论对比等方法,围绕教育观念、教育体制、人才培养模式、教育内容、教育方法、实践性环节等方面,对我国高校艺术设计专业学生实践能力培养存在的问题进行深入剖析并提出策略和建议,时提高我国高校艺术设计教育人才培养质量具有现实... 相似文献
19.
沈文钦 《北京大学教育评论》2021,19(1):17-43
Liberal education是西方教育思想史中的几个核心概念之一,但学界对这一概念的认识长期被其模糊性所困扰。本文通过思想史和类型学方法,对这一概念在历史上形成的多重涵义进行了梳理。研究发现,liberal education一词在历史上具有十种主要的语义,这十种语义分别从教育对象(自由人、绅士、自由公民)、功能(非功利教育、通识性教育、心智自由、心智训练)和内容(古典教育、人文学、文理学科)三个维度对这一概念进行了界定。这一概念在不同历史时期沉淀的语义一方面是“相互论证”的,另一方面也存在不一致甚至冲突之处。从课程实践角度来看,深入分析liberal education的多重涵义对于当下的本科教育改革也具有一定的启发价值。在未来的大学课程改革中,应更多强调通识课程的心智训练价值和公民素质培养的价值。 相似文献
20.
G. Michael Schneider 《Computer Science Education》2013,23(2):185-197
There has been a good deal of informal, anecdotal discussion about undergraduate computer science enrollment trends at liberal arts colleges. While this information can be helpful, it is difficult to do detailed planning on the basis of informal and unsubstantiated evidence. This article presents quantitative data about enrollments in the computer science program at Macalester College for the eight‐year period 1985‐1992. The article also compares our local data with information on computer science enrollments from 11 national liberal arts colleges. These data incorporate enrollments at all levels of the curriculum‐‐service, introductory, core, and advanced courses. They also include information on the number of majors and graduates. Based on the data, we draw a set of 10 “observations” about enrollments trends which can help computer science departments in their long‐term planning and budgeting process. 相似文献