Abstract

A content analysis of ten task force reports on improving the undergraduate major in ten liberal arts fields revealed that each discipline’s epistemological character strongly influenced methodology, pedagogy, and curricular innovation. These patterns were consistent with previous theory and research on disciplinary differences, suggesting that disciplinary traditions and perspectives may impede curricular reform. Pragmatic concerns, however, may encourage faculty to move beyond such impediments to change.

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Additional Information

ISSN
1090-7009
Print ISSN
0162-5748
Pages
pp. 315-344
Launched on MUSE
2017-02-01
Open Access
No
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