Project MUSE®: The Journal of General Education - Latest Articles
https://muse.jhu.edu/journal/89
Project MUSE®: Latest articles in The Journal of General Education.daily12026-05-11T00:00:00-05:00text/htmlen-USVol. 48, no. 2 (1999);
Vol. 49 (2000) through current issueLatest Articles: The Journal of General EducationTWOProject MUSE®The Journal of General Education1527-20600021-3667Latest articles in The Journal of General Education. Feed provided by Project MUSE®The Universal Timekeepers: Reconstructing History Atom by Atom by David J. Helfand (review)
https://muse.jhu.edu/article/975696
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David Helfand’s The Universal Timekeepers: Reconstructing History Atom by Atom is an inspiring book for teaching students in general education curricula the ways through which atoms, with an extraordinary precision, tell the fascinating stories of our histories from forged paintings, to the paleoclimate, to the millionth of a second after the inception of everything. Timekeepers examines both an extraordinary range of such particular historical events as well as the array of methods that science has developed to make those histories visible.After his introduction, Helfand proceeds to “Calling the Witnesses to History,” in which he writes:All historians have parents. After all, the atoms that will be our guides—our
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Project MUSE®https://muse.jhu.edu/2026-05-11T00:00:00-05:00https://muse.jhu.edu/journal/89/image/coversmallThe Universal Timekeepers: Reconstructing History Atom by Atom by David J. Helfand (review)2025-11-24text/htmlen-USThe Universal Timekeepers: Reconstructing History Atom by Atom by David J. Helfand (review)2025-11-242025TWOProject MUSE®87682026-05-11T00:00:00-05:002025-11-24Engaging Students as Partners: Student Assessment and Research Advisors for General Education
https://muse.jhu.edu/article/975697
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While literature on general education assessment has emphasized inclusion of faculty and staff from across the university as a hallmark of success (Banta et. al., 1996; Caudle & Hammons, 2018; Suskie, 2009), there has been much less attention to including students as partners in assessment. Involving students as partners in general education assessment helps move general education programs closer to understanding the authentic experiences and learning of students and is one aspect of equity-minded assessment. Montenegro and Jankowski (2020) suggest that to enact equity-minded assessment “we need to ask questions about how different students may be experiencing our curricula. This means not only disaggregating data
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Project MUSE®https://muse.jhu.edu/2026-05-11T00:00:00-05:00https://muse.jhu.edu/journal/89/image/coversmallEngaging Students as Partners: Student Assessment and Research Advisors for General Education2025-11-24text/htmlen-USEngaging Students as Partners: Student Assessment and Research Advisors for General Education2025-11-242025TWOProject MUSE®587912026-05-11T00:00:00-05:002025-11-24The Assessment of Students’ Key Content Knowledge Following Completion of Required General Education Courses
https://muse.jhu.edu/article/975698
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In most universities, students are required to complete a specified number of credits in what is referred to as general education courses (GECs). These courses serve as a foundation upon which future academic knowledge and skills are built. A student’s academic curriculum, or plan of study, depending on their major, generally consists of academic-specific courses, electives, and overall education requirements. The general education coursework is common among most universities and usually includes courses in mathematics, the behavioral sciences, arts and humanities, etc. As defined by the Association of American Colleges and Universities (AAC&U), general education refers to courses that are part of the overall
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Project MUSE®https://muse.jhu.edu/2026-05-11T00:00:00-05:00https://muse.jhu.edu/journal/89/image/coversmallThe Assessment of Students’ Key Content Knowledge Following Completion of Required General Education Courses2025-11-24text/htmlen-USThe Assessment of Students’ Key Content Knowledge Following Completion of Required General Education Courses2025-11-242025TWOProject MUSE®1060542026-05-11T00:00:00-05:002025-11-24General Education in Brazilian Higher Education Institutions
https://muse.jhu.edu/article/975699
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This article addresses a hole in the literature regarding the role of general education in Brazilian higher education and seeks to contribute to an international conversation on the theory and practice of general education at colleges and universities. As such, this study is a critical review of the presence or limited presence of liberal, or general, education in beginning with Jesuit Colleges during Brazil Colony, after independence during French cultural influence, in the twentieth century during American cultural influence, and into the twenty-first century the main influence comes from the European Union through the interdisciplinary baccalaureate.The influence of Portugal on its colony of South America laid
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Project MUSE®https://muse.jhu.edu/2026-05-11T00:00:00-05:00https://muse.jhu.edu/journal/89/image/coversmallGeneral Education in Brazilian Higher Education Institutions2025-11-24text/htmlen-USGeneral Education in Brazilian Higher Education Institutions2025-11-242025TWOProject MUSE®1077312026-05-11T00:00:00-05:002025-11-24