LEADER 04776nam 2200649Ia 450 001 9910461612803321 005 20200520144314.0 010 $a1-280-67216-1 010 $a9786613649096 010 $a1-118-32953-8 035 $a(CKB)2670000000177421 035 $a(EBL)837610 035 $a(OCoLC)793165408 035 $a(SSID)ssj0000635750 035 $a(PQKBManifestationID)11397937 035 $a(PQKBTitleCode)TC0000635750 035 $a(PQKBWorkID)10653195 035 $a(PQKB)10316133 035 $a(MiAaPQ)EBC837610 035 $a(Au-PeEL)EBL837610 035 $a(CaPaEBR)ebr10560679 035 $a(CaONFJC)MIL364909 035 $a(EXLCZ)992670000000177421 100 $a20120203d2012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aGeneral education essentials$b[electronic resource] $ea guide for college faculty /$fPaul Hanstedt ; foreword by Terrel Rhodes 210 $aSan Francisco $cJossey-Bass$d2012 215 $a1 recurso electrónico (194 p.) 225 1 $aThe Jossey-Bass higher and adult education series 300 $aDescription based upon print version of record. 300 $aDocumento disponible desde la computadora de consulta de bases de datos en los Centros de Información 311 $a1-118-32185-5 320 $aIncludes bibliographical references and index. 327 $aGeneral Education Essentials; Contents; Foreword; About the Author; Acknowledgments; Introduction; General Education and Its Relation to the Major; Goals, Objectives, Learning Outcomes, and Related Matters; Part One The Big Picture; Chapter 1 Structuring General Education; Distribution Versus Integration; Distinguishing Interdisciplinarity and Integration; Integrative Components; The Trend in General Education; Conclusion; Chapter 2 Some Examples of Integrative Curricular Models; Three Curricular Models; Some Additional Models; Part Two General Education at the Course Level 327 $aChapter 3 Designing Effective General Education CoursesThe Course Continuum; Major Courses as General Education Courses: A Cautionary Tale; Chapter 4 How the Purposes of General; Case Study #1: A Major Course Revised into an Integrative General Education Course (British Literature); Case Study #1.5: General Education and Course Structure (British Literature - Again); Case Study #2: General Education and Course Structure, Continued (Physics); Case Study #3: A Dual-Purpose Course Redesigned as a General Education Course (Sociology) 327 $aCase Study #4: Redesigning a General Education Service Course (Statistics)Part Three General Education at the Assignment and Assessment Level; Chapter 5 Designing Appropriate Assignments for General Education; Creating a More Productive Rhetorical Audience; Considering Some Alternatives; Further Examples; Mathematics and the Natural Sciences; Breaking the Mold; Chapter 6 The Chapter You May Want to Skip: Institutional Assessment and General Education; Assessment That Lacks Integrity; Creating Assessment with Integrity; Conclusion 327 $aAppendix A: Syllabus for Artistic and Literary Responses to Science and TechnologySyllabus; Appendix B: Syllabus for The Way Things Work: Sky Diving and Deep Sea Diving; Appendix C: Syllabus for Traveling Without Leaving: Global Sociology; Appendix D: Syllabus for Elite Deviance: Crime in the Suites; Course Description; Appendix E: Syllabus for Does Gun Control Save Lives?; Appendix F: Syllabus for Statistics and Botany; References; Index; Advertisment 330 $aEvery year, hundreds of small colleges, state schools, and large, research-oriented universities across the United States (and, increasingly, across Europe and Asia) are revisiting their core and general education curricula, often moving toward more integrative models. And every year, faculty members who are highly skilled and regularly rewarded for their work in narrowly defined fields are raising their hands at department meetings, at divisional gatherings, and at faculty senate sessions and asking two simple questions: "Why?" and "How is this going to impact me?" 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