On January 18, 2007, at the American Academy of Arts and Sciences in Cambridge, Massachusetts, the Teagle Foundation convened about 20 administrators, faculty, and graduate students from prestigious research I universities for an open discussion on the uses of assessment—systematic measuring to identify specific learning gains—to invigorate undergraduate teaching. The meeting carried forward to...

This work was supported by NIAAA grant AA011945 to J.E.S. and by funds from the Indiana University College of Arts and Sciences. Correspondence regarding this paper should be sent to Joseph E. Steinmetz, Dean, College of Liberal Arts and Sciences, University of Kansas, 1450 Jayhawk Blvd, Lawrence, KS, 66045-7535 ([email protected]). The authors thank Erin Odya and Jamie Katz for technical assis...

Until very recently analyses and computations on a large scale were feasible only on supercomputers or clusters of high-end processors. Such computational infrastructure requires massive investments that can be unrealistic in a liberal arts college environment such as that found at The College of New Jersey (TCNJ). However, TCNJ has several state-of-the-art campus computer labs for use by stude...

Discourse markers can clearly indicate the organization of discourse, remind the hearer of the preceding and the following contents, and express clearly the concrete speech acts. The aims of this study are to explore the relationship between the discourse-marker-based model and listening comprehension as well as the different effects of such a kind of instruction on liberal arts and science stu...

trends in artificial intelligence education have the potential to make introductory AI courses at liberal arts schools the gateway for a large new generation of AI practitioners. However, this vision’s achievement requires programming libraries and low-cost platforms that are readily accessible to undergraduates and easily maintainable by instructors at sites with few dedicated resources. This ...

As the HHMI-AAMC declared, their report should be taken as a "first step in a continuing conversation about the appropriate skills and knowledge," and, echoing the ACGME and GPEP, "values and attitudes that future physicians should possess." (9pExecSum) As a new formulation evolves, the premedical curriculum must foster "scholastic vigor, analytic thinking, quantitative assessment and analysis ...