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  Volume 61, Number 4, 2012

Table of Contents

Publisher’s Note

pp. vii-viii


pp. ix-xii


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

pp. 305-313

Quantitative Courses in a Liberal Education Program: A Case Study

pp. 314-322

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

pp. 323-351

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

pp. 352-368

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

pp. 369-387

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

pp. 388-405

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

pp. 406-432

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

pp. 433-460

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

pp. 461-487

Understanding the Capstone Experience Through the Voices of Students

pp. 488-504

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

pp. 505-526

Book Review

Liberal Arts at the Brink (review)

pp. 527-529

Research Areas


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