Editor’s Note

Editor’s Note Elizabeth A. Jones It is crucial that general education outcomes such as critical thinking and communication skills are integrated across the undergraduate curriculum. While most general education programs require introductory courses in English composition and/or oral communication, it is imperative that various majors or areas of specialization continue to address and build upon these important types of outcomes. When cultivated across the curriculum, such complex capabilities can be enhanced with higher levels of challenge for students and greater achievements (Association of American Colleges and Universities, 2008). Specific majors also give students a concrete context where they can apply their outcomes as they attempt to address real-world issues or solve problems. The first article, "An Exploratory Investigation of the Assessment Practices of Selected Association to Advance Collegiate Schools of Business­Accredited Business Programs and Linkages with General Education Outcomes," by Elizabeth Vitullo and me, examines these important connections. We found that schools of business do explicitly focus on essential general education outcomes in the context of the major and align assessment practices to gather information about student achievement of these types of outcomes. In this study, the business program faculty also used the results from these assessments to identify changes http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The Journal of General Education Penn State University Press

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Publisher
Penn State University Press
Copyright
Copyright © Penn State University Press
ISSN
1527-2060
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Abstract

Elizabeth A. Jones It is crucial that general education outcomes such as critical thinking and communication skills are integrated across the undergraduate curriculum. While most general education programs require introductory courses in English composition and/or oral communication, it is imperative that various majors or areas of specialization continue to address and build upon these important types of outcomes. When cultivated across the curriculum, such complex capabilities can be enhanced with higher levels of challenge for students and greater achievements (Association of American Colleges and Universities, 2008). Specific majors also give students a concrete context where they can apply their outcomes as they attempt to address real-world issues or solve problems. The first article, "An Exploratory Investigation of the Assessment Practices of Selected Association to Advance Collegiate Schools of Business­Accredited Business Programs and Linkages with General Education Outcomes," by Elizabeth Vitullo and me, examines these important connections. We found that schools of business do explicitly focus on essential general education outcomes in the context of the major and align assessment practices to gather information about student achievement of these types of outcomes. In this study, the business program faculty also used the results from these assessments to identify changes

Journal

The Journal of General EducationPenn State University Press

Published: Oct 27, 2010

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