Abstract

Abstract:

A review of general education at the author’s university led to an effort to include project- and theme-based interdisciplinary courses that addressed the “public good,” but many faculty resisted what they perceived as threats to purely disciplinary knowledge. When knowledge is under attack, professors in all disciplines should help prepare students to address problems in US democracy.

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Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 229-233
Launched on MUSE
2020-05-28
Open Access
No
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