Abstract

The potentially unifying elements of a baccalaureate education are often presented as unaligned parts in separate courses. Thus, general education remains inchoate—unhitched from the somewhat more unifying pull of the major disciplines. Application of assessment principles can help to align the parts and hitch them to the disciplines as a coherent, integrated system.

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Additional Information

ISSN
1527-2060
Print ISSN
0021-3667
Pages
pp. 135-157
Launched on MUSE
2004-10-01
Open Access
No
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