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Browse Book and Journal Content on Project MUSE

  Volume 61, Number 4, 2012

Table of Contents

Publisher’s Note

pp. vii-viii | DOI: 10.1353/jge.2012.0038


pp. ix-xii | DOI: 10.1353/jge.2012.0035


Developing Quantitative Reasoning: Will Taking Traditional Math Courses Suffice? An Empirical Study

pp. 305-313 | DOI: 10.1353/jge.2012.0037

Quantitative Courses in a Liberal Education Program: A Case Study

pp. 314-322 | DOI: 10.1353/jge.2012.0040

Coming to Terms with the Meaning of Interdisciplinarity: Faculty Rewards and the Authority of the Discipline

pp. 323-351 | DOI: 10.1353/jge.2012.0042

Faculty Teaching Practices as Predictors of Student Satisfaction with a General Education Curriculum

pp. 352-368 | DOI: 10.1353/jge.2012.0030

The Teacher Work Sample: A Professional Culminating Activity that Integrates General Studies Objectives

pp. 369-387 | DOI: 10.1353/jge.2012.0032

Development and Validation of a New Measure of Faculty Assessments of Reformed Teaching and Learning Practices

pp. 388-405 | DOI: 10.1353/jge.2012.0034

Educational Reform Related to Personal and Social Responsibility: The Case of Core Commitments

pp. 406-432 | DOI: 10.1353/jge.2012.0036

An Exploration of Sense of Community and Student Success Using the National Survey of Student Engagement

pp. 433-460 | DOI: 10.1353/jge.2012.0039

Incorporating Process-Based Writing Pedagogy into First-Year Learning Communities: Strategies and Outcomes

pp. 461-487 | DOI: 10.1353/jge.2012.0041

Understanding the Capstone Experience Through the Voices of Students

pp. 488-504 | DOI: 10.1353/jge.2012.0029

Evaluation of a Newly Implemented Undergraduate Global Health Course in the Public University Setting

pp. 505-526 | DOI: 10.1353/jge.2012.0031

Book Review

Liberal Arts at the Brink (review)

pp. 527-529 | DOI: 10.1353/jge.2012.0033

Research Areas


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