Abstract
The study examines how general education and liberal arts education have evolved historically in the US, particularly emphasizing the effects of academic majors and minors during the 19th century (NIV, 1984, Matthew 7:7). The approach considers how general education complements and improves liberal arts education. The study also looks at how different tasks, activities, and assignments are used to show course-level student learning results. There is a discussion of the rationale for faulty participation in departmental and general education evaluation, focusing on the significance of a comprehensive strategy for student learning.
Keywords, student learning outcome, faculty participation, liberal arts education, general education
Introduction
liberal arts education dramatically transformed in the 19th century when academic majors and minors became popular in the US (Cheng & Zhang, 2020). This study examines how general education and liberal arts education have evolved to meet the needs of the modern educational environment. The progression exhibits the continuing importance of liberal arts ideas while allowing for shifting educational paradigms. It does this by balancing between traditional foundations and the needs of the current society. This investigation clarifies how well-rounded people are shaped in today’s dynamic setting by the strong interaction between a liberal arts education and a general education.
Evolution in History
Academic majors and minors were first offered in the 19th century, a turning point in higher education that significantly affected general education and liberal arts programs (Akour & Alenezi, 2022). This change was brought about by realizing that the world was changing quickly and specialized knowledge was necessary. Students could specialize and gain competence by delving extensively into particular fields through academic majors. Conversely, minors offered some exposure to interdisciplinary exposure, encouraging a more comprehensive educational encounter. This progression reshaped the goal of higher education by balancing between specialized knowledge and a broad liberal arts background. It also changed the way that higher education was structured. Since then, combining majors and minors has emerged as a critical component of contemporary education.
Liberal Arts and General Education Integration
A full liberal arts education is not complete without general education as its cornerstone, creating a beneficial relationship to develop well-rounded individuals. General education requirements are crucial in developing abilities such as proficient problem-solving, efficient communication, and analytical thinking (Falloon, 2020). Students are encouraged to approach problems from a holistic viewpoint due to this exposure, which gives them the ability to acquire an extensive knowledge of the world.
The interdisciplinary nature of general education encourages an understanding of the connection between many study subjects (Falloon, 2020). This comprehensive method gives people insightful information and enhances their lifelong desire to study. Graduates are, therefore, experts in their field of study and flexible thinkers equipped to handle the many problems of the changing society. Incorporating general education into liberal education assures that students become flexible, adaptive individuals equipped with the knowledge to deal with world challenges and become specialists in their fields.
Accomplishments of Student Learning Objectives and Educational Experiences
Assignments, activities, and projects incorporated into the evaluation procedure in the liberal arts and general education contexts indicate a deliberate effort to enhance a comprehensive learning environment (Anas, 2020). An analysis that emphasizes the development of both knowledge and skills for students recognizes both components’ unique responsibilities in measuring student learning results. This strategy demonstrates an itching dedication to exceed traditional assessment techniques, realizing that a comprehensive evaluation is necessary to understand the student’s accomplishments thoroughly. Teachers can create a learning environment that enhances a skill necessary for success in the liberal arts and general education.
The study also emphasizes how tasks, activities, and assignments are integrated as a purposeful approach to developing people who can handle the demands of an academic program. This comprehensive approach aligns with the larger objective of liberal arts education, which prioritizes the growth of critical thinking and good communication skills (Anas, 2020). As a result, by integrating various assessment instruments, the curriculum is dynamic as students gain disciplined knowledge. The ultimate goal is to generate graduates who are experts in their subjects and have a flexible and adaptive skill set.
Faculty Engagement in Evaluation
Faculty participation in departmental and general education assessments is essential due to their special status in the academic system (Francisco et al., 2020). As authorities in their fields, faculty members are intimately familiar with the problematic goals and learning outcomes of disciplinary duties and general education. Their cooperation is essential to creating assessments that fairly represent the information and abilities expected to be acquired in these fields. Faculty members have the teaching insights required to customize tests keeping with more general educational objectives.
The study advocates for a balanced approach, acknowledging that faculty members have dual obligations for discipline examinations and general education (Francisco et al., 2020). A comprehensive educational experience that skillfully blends fundamental knowledge with specific skills depends on this balance. The study emphasizes the mutually beneficial link between both assessment fields and claims that faculty participation in both is beneficial to educational settings in addition to being practical and useful. Faculty members actively participate in the development, administration, and assessments, which helps to enhance educational programs over time.
Conclusion
In conclusion, the essay highlights the shared history of general education and the liberal arts, examining their developments alongside the introduction of academic majors and minors. Therefore, a thorough and cooperative approach is required to ensure that students meet both general education and discipline-specific learning goals, as highlighted by examining learning experiences and faculty engagement in the evaluation.
References
Akour, M., & Alenezi, M. (2022). Higher education future in the era of digital transformation. Education Sciences, 12(11), 784. https://doi.org/10.3390/educsci12110784
Anas, A. (2020). Perceptions of Saudi students to blended learning environments at the University of Bisha, Saudi Arabia. Arab World English Journal (AWEJ) Special Issue on CALL, (6). https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3675978
Cheng, B., & Zhang, D. (2020). Cultivating citizens with confucian cosmopolitanism: defining the purpose of liberal arts education in the asian context. Frontiers of Education in China, 15, 564-587. https://link.springer.com/article/10.1007/s11516-020-0027-3
Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational Technology Research and Development, 68, 2449-2472. https://link.springer.com/article/10.1007/s11423-020-09767-4
Francisco, M. P. B., Hartman, M., & Wang, Y. (2020). Inclusion and special education. Education Sciences, 10(9), 238. https://doi.org/10.3390/educsci10090238
The Holy Bible. (1984). New International Version. https://www.studylight.org/bible/eng/n84.html
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