In lieu of an abstract, here is a brief excerpt of the content:

  • Editor's Notes
  • Claire Major

Welcome to this special double issue, 53.3-4, of the Journal of General Education!

As the new editor of the Journal, I would like to begin this issue by congratulating Marilyn Amey, former editor of the Journal of General Education, for her magnificent work. Marilyn helped to shape the Journal into what it is today, a wonderful resource for scholars and practitioners interested in general education, as did Jeremy Cohen, who preceded Marilyn. I can only hope to continue Marilyn's and Jeremy's good work as I begin my tenure as editor.

In putting together this special issue, designed to demonstrate the richness and diversity of the Journal, it was easy to select articles that helped to achieve this goal. The authors themselves represent this diversity. As you peruse these pages, you'll notice that they range from administrators to faculty, and they represent a variety of fields, such as English, education, and information literacy. The institutional types represented here also demonstrate diversity, with institutional types ranging from small colleges, to religiously affiliated institutions, to research universities. The articles contained in this special double issue also represent a host of forms. As you read this issue, for example, you'll notice that the articles range from research articles to project descriptions to essays.

Perhaps most important, though, the articles contained in this issue also represent a range of ideas. Several of the articles, for example, contain arguments about the nature, scope, or purpose of general education. Veronica DiConti, for instance, in her essay titled "Experiential Education in a Knowledge-Based Economy: Is it Time to Reexamine the Liberal Arts?" argues for improving relevance of the college curriculum and notes the importance of the role of experiential education in uniting general and liberal education in achieving this goal. In their research-based article "The Teaching of Ethics in Christian Higher Education: An Examination of General Education Requirements," Perry Glanzer, Todd Ream, Pedro Villarreal, and Edith Davis examine the existence, placement, and focus of ethics and ethics courses in general education in Christian institutions. [End Page xi]

Several of the articles present theoretical or practical models for use in general education. Thomas Mackey and Trudi Jacobson, for example, in "Integrating Information Literacy in Lower- and Upper-Level Courses: Developing Scalable Models for Higher Education," propose three distinct models for teaching information literacy in a variety of fields and provide specific examples of application. Kathleen Thompson, Pamela Leintz, Barbara Nevers, and Susan Witkowski describe the Integrative Listening Model, a model developed by the authors and in place at their home institution in their article titled "The Integrative Listening Model: An Approach to Teaching and Learning Listening." In "Ten Essentials for Character Education," Thomas Rivers presents an argument for select guidelines for incorporating character education into pedagogical objectives. In "What Would Dr. Newman Say Today? (The Idea of a . . . College?)" John Nichols argues that John Henry Newman's The Idea of a University "can be the source of first-class creative thinking and practical action for twenty-first century American higher education," and is especially pertinent for today's colleges.

Several of the articles contained in this issue focus on the outcomes of general education courses. In "Curricular Aims: Assessment of a University Capstone Course," a research article about a culminating general education course at their home institution for seniors, Jodi Benton-Kupper, Randy Brooks, and Deborah Slayton describe their findings, providing an honest assessment of their expectations for the course and course outcomes. In "Oral Communication Across the Curriculum: What's a Small College to Do? Report of a Collaborative Pilot by Theatre and Education Faculty," Ellie Friedland describes her pilot of a coaching model to teach oral communication skills to students attending a small college involving faculty in education and theater. The pilot allowed faculty to assess their efforts and make decisions about how to proceed with their effort in the future. Finally, Sandra Mahoney and Jon Schamber, in a research article titled "Exploring the Application of a Developmental Model of Intercultural Sensitivity to a General Education Curriculum on Diversity," consider the link between instructional method, content, and curriculum by investigating the use of different...


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pp. xi-xiii
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