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Beyond Reason and ToleranceThe Purpose and Practice of Higher Education$
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Robert J. Thompson

Print publication date: 2014

Print ISBN-13: 9780199969784

Published to Oxford Scholarship Online: April 2014

DOI: 10.1093/acprof:oso/9780199969784.001.0001

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Providing a Formative Undergraduate Liberal Education

Providing a Formative Undergraduate Liberal Education

Chapter:
(p.147) Chapter 7 Providing a Formative Undergraduate Liberal Education
Source:
Beyond Reason and Tolerance
Author(s):

Robert J. Thompson

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199969784.003.0007

This chapter considers how the core academic components of undergraduate experiences can be reshaped and aligned to provide a formative liberal education. The role of curricular and co-curricular experiences, pedagogical approaches, and academic advising are addressed with a focus on the evidence regarding the role of high impact practices in promoting student engagement and personal development. It is argued thatthe undergraduate degree should no longer be conceptualized only in terms of the course credit model and that there needs to be a reformulation of the entire undergraduate experience to integrate engagements inside and outside of the classroom into a meaningful whole. The chapter concludes with calls for reframing assessment as a process of inquiry for the purpose of improving educational practices and student learning rather than for external accountability and establishing a culture of experimentation and evidence with regard to the efficacy of educational practices

Keywords:   curriculum, co-curricular, advising, assessment, accountability, credit hour, pedagogy, experimentation, evidence, formative, liberal

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