1. Developing Quantitative Reasoning: Will Taking Traditional Math Courses Suffice? An Empirical Study
  2. Ma Zenia Agustin, Marcus Agustin, Paul Brunkow, Susan Thomas
  3. pp. 305-313
  4. DOI: 10.1353/jge.2012.0037
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  1. Quantitative Courses in a Liberal Education Program: A Case Study
  2. Shelly L. Wismath, D. Bruce Mackay
  3. pp. 314-322
  4. DOI: 10.1353/jge.2012.0040
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  1. Coming to Terms with the Meaning of Interdisciplinarity: Faculty Rewards and the Authority of the Discipline
  2. L. Earle Reybold, Mark D. Halx
  3. pp. 323-351
  4. DOI: 10.1353/jge.2012.0042
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  1. Faculty Teaching Practices as Predictors of Student Satisfaction with a General Education Curriculum
  2. Molly R. Hall, Steven M. Culver, Penny L. Burge
  3. pp. 352-368
  4. DOI: 10.1353/jge.2012.0030
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  1. Educational Reform Related to Personal and Social Responsibility: The Case of Core Commitments
  2. Chris R. Glass, Nancy O’Neill
  3. pp. 406-432
  4. DOI: 10.1353/jge.2012.0036
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  1. An Exploration of Sense of Community and Student Success Using the National Survey of Student Engagement
  2. Susannah K. Brown, Charles A. Burdsal
  3. pp. 433-460
  4. DOI: 10.1353/jge.2012.0039
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  1. Incorporating Process-Based Writing Pedagogy into First-Year Learning Communities: Strategies and Outcomes
  2. Greg Barnhisel, Evan Stoddard, Jennifer Gorman
  3. pp. 461-487
  4. DOI: 10.1353/jge.2012.0041
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  1. Understanding the Capstone Experience Through the Voices of Students
  2. Patsy Tinsley McGill
  3. pp. 488-504
  4. DOI: 10.1353/jge.2012.0029
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  1. Liberal Arts at the Brink (review)
  2. Patrick E. Connelly
  3. pp. 527-529
  4. DOI: 10.1353/jge.2012.0033
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  1. Publisher’s Note
  2. Patrick H. Alexander
  3. pp. vii-viii
  4. DOI: 10.1353/jge.2012.0038
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  1. Contributors
  2. pp. ix-xii
  3. DOI: 10.1353/jge.2012.0035
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