While the pace of change in higher education can be slow, general education has emerged as a space of innovation, collaboration, thoughtfulness, creativity, and inquiry. This issue explores lessons learned from the AAC&U Institute on General Education and Assessment in which campus teams refine and advance programs using the General Education Maps and Markers (GEMs) framework.
This issue presents findings from the eight-campus LEAP Challenge: Engaging in Capstones and Signature Work project consortium. Cross-consortium perspectives are presented in the feature articles, which are organized around the five themes that emerged during the project—defining capstones and signature work, organizing capstones and signature work, student preparedness for capstones and signature work, institutional readiness for capstones and signature work, and assessing capstones and signature work.
Global learning, which was once synonymous with “study abroad,” is now defined by the Global Learning VALUE rubric as “a critical analysis of and an engagement with complex, interdependent global systems and legacies (such as natural, physical, social, cultural, economic, and political) and their implications for people's lives and the earth's sustainability." This issue of Peer Review examines the role of global education in fostering local and global civic engagement.
Educating students to be responsible, informed, and engaged citizens in their workplaces and the larger community should be an expected goal for every major. Supported by a grant from the Endeavor Foundation, this issue of Peer Review highlights different departmental and disciplinary designs that incorporate learning for civic and social responsibility into the requirements and pedagogy of a student’s major. Instead of civic-free zones, majors can provide space for educating for democratic engagement while deepening disciplinary learning.